The paper deals with the questions of droupout and early school leaving as well as labour market transitions. The article describes the trends of the Hungarian and European ESL indicator in the last ten years. We analyse these indicators by spatial, age and gender characteristics. The study points out the causes of variability of early school leaving data. Data show intense regional differences. Northern Hungary is significantly above the national average: the rate is 2.5 times higher than in the best region, Central Hungary. The study presents a new attempt to identify national indicators, which, still within the school system, can provide information on student trace based on their individual data. Data show that vocational students are the most affected by the dropping
out. It is important to mention that dropping out is present in vocational training as well as vocational secondary schools, and also – however to smaller extents – in primary schools.
Keywords: early school leaving, dropout, VET
Obtaining an upper secondary level qualification is fundamental to build up an equitable society, therefore reducing the rate of early leavers from education and training below 10% is one of the headline targets of the European Union 2020 strategy. According to the conclusions of the reports of the European Commission Thematic Working Group for Early School Leaving one efficient way of preventing dropping out from the E&T system is building up an early warning system. Based on the results of the research onducted within the framework of the CroCoos – prevent dropout! project and also on earlier research experiences it can be concluded that the position of teachers is a capital in preventing dropouts, which can be utilized during the development and the ap –
plication of early warning systems. A tremendous pool of research and practice results has been accumulated in relation with prevention measures, which may support the design of early warning systems on both local and on system levels. The present article illustrates the most important elements of an early warning system by focusing on the role of schools and teachers through describing European and trans-Atlantic research results.
Keywords: dropout, early leaving from education and training, early warning system, distress signals, typology
Early school leaving (ESL) can be costly for the individual, and for the society. Not just in economic terms, but
also in terms of low self-esteem, and the risk of social exclusion. ESL can be viewed as an individual drop-out issue,
or as an issue related to a range of push-out factors. The article has a focus on the potential role of career
guidance, and in particular on the aspect of developing career management skills in combating ESL. No single
initiative or policy will provide the end solution to ESL: early school leaving is a complex issue, a ‘wicked problem’. Three approaches are suggested: prevention which seeks to combat the causes of ESL; intervention which
addresses emerging difficulties at an early stage, and seeks to prevent them from leading to ESL; and compensation
which aims at offering guidance and opportunities for education and training for those who have interrupted
Keywords: early school leaving, lifelong guidance, drop out, push out
The study gives an insight into language educational research conducted in a Hungarian multilingual–multicultural
kindergarten. It briefly describes the special setting in Fáy András Kindergarten, Pápa, where children from
23 foreign families were received in September 2008. The interdisciplinary research aims to explore the question,
how kindergarten teachers, children, parents and educational specialists can form the common linguistic,
cultural and pedagogical basis for communication in this very complex setting. After the theoretical background
that involves the issues of migratory language education and acculturation strategies, the article gives an overview
of the bilingual Hungarian–English educational programme of the kindergarten. The focus of the article is
on the main results of the research discussing the socio-educational context, the language use and communication
in the kindergarten, and the language educational methods and tools. The discussion leads to the conclusion
that a new language educational model was born in Hungary, the characteristic features of which are also
identified in the article.
Keywords: language pedagogy, multilingual and multicultural, kindergarten, acculturation strategies,
linguistic and cultural diversity
This article is a part of a research study on early educational bilingualism (CLIL: Content and Language Integrated Learning), teachers’ competences and training. The teacher’s role is especially important in early CLIL programmes. Therefore, it is argued that teacher trainees’ beliefs and learning outcomes (LeO) should be revealed and investigated during their studies. This paper focuses on one particular course of the CLIL teacher training BA programme run at ELTE TÓK whilst presenting its new end-of-term evaluation practice. In the past few years, gradually, a kind of portfolio system has emerged and taken over the place of the traditional oral exam. After reviewing the literature, the main elements of the student portfolio are introduced in order to prove that trainees’ learning outcomes can be effectively investigated through discussing their creative pieces of work. Then, the students’ attitudes towards this innovation, and their opinions concerning their own self-development are researched and summarised.
Keywords: learning outcomes (LeO), evaluation, teacher training, exam, portfolio, bilingual education (CLIL)
CLIL programmes have been present in the European public education for more than two decades. Research on
CLIL is getting wider and wider. There is an area, though, which has attracted the attention of researchers only
slightly. This is the issue of assessment in general, and the content knowledge of young CLIL learners in particular.
Though this area has been investigated in other countries, in Hungary it is still very poorly researched. This
paper aims to fill this gap with the recent study which is based on teachers’ and students’ opinion in a form of a
pilot study. The author examines the issue in a CLIL primary school in Budapest where she has been monitoring
the implementation of the programme for the seventh year, and where she, herself, has been teaching a subject
in the target language for the third year.
Keywords: CLIL, second language development in the primary curriculum, assessment in education,
integration of learning and assessment, assessment as confidence-builder
The aim of the present study is to underline the importance of the observation of authentic lessons for the professional development of trainee teachers. This is especially important with innovative methodologies, such as CLIL (Content and Language Integrated Learning). In Slovakia, since the new educational reforms in 2008, there has been a huge shortage of professional teachers able to teach English to young learners. Another challenge has been presented by the difficulties of implementing this innovative methodology in school practice. Of course, one of the most effective ways is trying to include as many hours of direct observation of CLIL lessons as possible during teacher training. To address the shortage of professional teachers trained in CLIL, in 2013 and 2014 Matej Bel University (UMB) invited Prof. Kovács, an expert from ELTE, Budapest to provide students, teacher trainers and methodologists, with opportunities to observe practical CLIL lessons (project of the European Social Fund No. 26110230082). Feedback from the participants showed the value of seeing CLIL demonstrated in real life. They reported feeling encouraged, motivated and enabled to implement CLIL methodology later in their schools in Slovakia.
Keywords: CLIL, early years education, observation, teacher education, in-service teachers, EFL teaching
Media representation plays a central role in the interpretation and understanding of a social phenomenon since it largely influences the perception and attributed importance of the phenomenon in question. One might assume that the media representation of cyberbullying is an over-studied field based on the fact that the notion is the most commonly cited when discussing the risks of digital technology. Nevertheless, during our review of the literature we have found only one American study concerning this particular topic. The aim of our research is to explore the media representation of cyberbullying in the Hungarian print media. Nine platforms and journals were included in our analysis: origo.hu, index.hu, hvg.hu, nol.hu, mno.hu, hir24.hu, borsonline.hu, metropol.hu, blikk.hu. Altogether 116 articles were published between March 2007 and October 20014. Our research revealed that the media focuses on the individual cases (episodic framing), and as a consequence the articles paid less attention to t broader institutional context, to social and cultural factors.
Keywords: cyberbullying, media representation, online media
Through the example of speech sound hearing, our study demonstrates how methods of intervention programs can infiltrate into the everyday practice of schools and kindergartens. Speech sound hearing is one of the basic skills of critical significance. It has an important role in speech perception and clear speech. Besides, its acquisition is the prerequisite of reading, spelling and foreign language learning. Our intervention programmes involved daily playful activities to develop speech sound hearing. The kindergarten programme aided clear speech articulation, while the school programme aimed at the fostering of the acquisition of spelling by developing the speech sound hearing skill. Effectiveness of the skill development programmes was also tested. This paper shortly introduces methods of the intervention programmes along with results confirming their functionality. This story of designing and testing methodological intervention programs supports the need for the interlocking of theory and practice.
Keywords: speech sound hearing, intervention programs, clear speech articulation, spelling
In this study we aim to analyse the reception and diffusion of randomized educational experiments in the United States of America. First a detailed analysis of the concept of randomized experiments is given, and then the history and the challenges individual researchers and institutions face when implementing randomized experiments will be discussed. Six impact factor journals of the American Educational Research Association (AERA) are involved in a content analysis that review the titles, abstracts and keywords of all articles in these journals in the past 13 years. Our content analysis clearly indicates the appearance, and the current and the prospective diffusion of randomized experiments in high quality journals.
Keywords: randomized experiments, educational experiments, No Child Left Behind, content analysis